THEME: Airplanes

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730

Take Off
Vocabulary/Comprehension: Author’s Perspective. . . . 732

My Brothers’ Flying Machine Biography . . . . 734

by Jane Yolen, illustrated by Jim Burke

Brave New Heights Poetry . . . . . . . . . . . . . . . . . . . . . 754

by Monica Kulling
Writing: Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 756

THEME: Ants
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758

Amazing Ants
Vocabulary/Comprehension: Description . . . . . . . . . . . .760

The Life and Times of

the Ant Informational Nonfiction . . . . . . . . . . . . . . . . . . 762
by Charles Micucci

The Ant and the Grasshopper Language Arts . . . . 778

retold and illustrated by Amy Lowry Poole
Writing: Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 782

Test Strategy: Author and Me

Diamonds for the Taking Informational Article . . . 784

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 788

15
16
 Talk About It
What mysteries could the
people in this photograph
be investigating?

Find out more about

mysteries at
www.macmillanmh.com

17
 Vocabulary
assignments suspicious
consideration evidence
allergies consume
accuse

Dictionary
Unfamiliar Words are words
you do not know. You can
find the meanings of
unfamiliar words in a
dictionary. Look up the
meaning of assignment.

The Case of the

Board
by Jaime Beaurline
Blurry Vision
After collecting homework assignments,
Mrs. Morris said, “Jason, would you please read the
first problem on the board?”
Jason put on his glasses. “That’s weird,” he said.
“What’s the matter?” Mrs. Morris asked.
“I can’t see the board. Everything is blurry,”
explained Jason.
Mrs. Morris thought a moment. After some
consideration, she suggested, “Why don’t you go
see the school nurse? Maybe you have allergies to
something that’s blooming now.”
18
 Vocabulary and Comprehension

Colliding Classmates Mystery Solved

Jason walked down the hall. “Our glasses must have gotten
He turned the corner and BAM! He switched when we bumped into
and Susie Hu bumped into each each other earlier today,”
other. Their glasses went flying. Jason said.
Susie was about to accuse “Hmmm…” said Susie. “What’s
Jason of not looking where he was your proof? I need evidence!”
going, but she had been on her “Look, our glasses are exactly
way to clean her own glasses. the same,” noted Jason.
“That’s weird,” said Jason, “You’re right!” said Susie.
as soon as they had put on their “I’m very glad you solved the
glasses. “Now I can see just fine.” mystery. Lunch period is next
“Me too!” Susie exclaimed. and I would have hated to
“Something suspicious is going consume a pencil instead of a
on,” said Jason. pretzel rod!”

Reread for Comprehension

Make Inferences and Analyze
Problem and Solution The plot is what >`]PZS[
happens in a story. The plot often
includes a problem and a solution to
the problem.

A Problem and Solution Chart can

help you make inferences and analyze
a story. Reread the selection to find A]ZcbW]\
the problem, the actions taken by the
characters, and the solution.

19
 Comprehension
Genre
A Mystery is a story in
which the characters and
the reader must use clues
to find the explanation for
a troubling event.

Make Inferences and

Analyze
Problem and Solution
As you read, fill in your
Problem and Solution Chart.

>`]PZS[

A]ZcbW]\

Read to Find Out

Can you solve the mystery
before Ramón does?

20
Main Selection

21
 At noon, on the first day of school, a very hungry Ramón
García looked for his lunch bag in the coat closet. He searched
the shelf above the coat hooks but couldn’t find his lunch.
“My bag isn’t here,” he complained.
“Are you sure you brought it?” asked his friend
Emily Wilson. “Maybe you left it at home.”

22
 Ramón was sure. His mom had made him his favorite
sandwich—salami—and he knew he hadn’t forgotten it.
“Here’s my lunch box,” reported Ted Collins between
sneezes. Ted had been sneezing all morning. “Allergies,” he
explained, apologetically.
Ramón didn’t hear him. He was too angry. “Someone took
my salami sandwich!” he said to Emily. “And I’m going to find
out who!”

Problem and Solution

Ramón has a problem. What
does he need to find out?

23
 “Maybe it was Jack Crawford,” Emily whispered. “He’s
always hungry.”
Ramón took out the little notebook he had bought to write
down homework assignments. It would be good for keeping
track of any clues. Then he went over to Jack. He noticed at
once that there was no lunch bag or box on Jack’s desk.
“Where’s your lunch?” he asked.
“I don’t have one,” answered Jack.
“Why not?” asked Ramón.
Jack pulled a couple of dollars out of his pocket. “I’m
buying today,” he said.
Ramón leaned closer to Jack and sniffed deeply. He couldn’t
smell any salami on his classmate’s breath.
“What’s that?” asked Emily. She
pointed to a brown smudge on Jack’s shirt.
“It looks like mustard.”
“It’s just an old paint stain,” claimed
Jack. “I got it when I helped my dad during
the summer. It may look like mustard, but
it’s called ‘golden oak’ on the paint can.”
“A likely alibi,” Ramón muttered to
himself. He made a note of the stain on
Jack’s shirt.

24
25
 “All right, what’s going on here?” asked Mrs. Richmond,
their fourth-grade teacher.
“Someone took my lunch,” said Ramón.
“Don’t look at me,” said Jack. “I’m innocent.”
Mrs. Richmond clapped her hands. “Everyone in your
seats,” she shouted. “A lunch is missing. We can’t leave for the
cafeteria until we find it.”
“Awww,” grumbled all the students together. By now,
everyone was hungry. Ted sneezed three times in succession.
No one knew anything about Ramón’s lunch bag. The
whole class waited while Mrs. Richmond checked the coat
closet, but she didn’t find Ramón’s lunch.

26
 By this time Ramón was so hungry, his stomach was
growling. Mrs. Richmond must have been hungry herself,
because she solved the problem by handing Ramón a five dollar
bill. “Buy something with this,” she told him. “You can pay me
back tomorrow. I have a feeling that you left your lunch on the
bus. I can’t imagine any of your classmates taking it.”
Of course, it was a relief that Ramón could buy some food.
However, he was 100% certain that he had put the bag in the
closet. He was determined to discover who had taken it.
27
 In the cafeteria, while he was eating the soggy tuna fish
sandwich he had bought, Ramón wrote again in his notebook.
He made a list of all his classmates. Any one of them could be
the culprit.
Emily leaned forward to see. “Just because you like salami
doesn’t mean that everyone else does,” she pointed out. “Josh,
Tina, and Margaret are vegetarians. They wouldn’t eat a
salami sandwich.”
“You’re right,” agreed Ramón, crossing out their names.
“Sarah thinks salami is smelly. She holds her nose whenever
she’s around it. And all Max ever eats is peanut butter and
jelly,” he added. He crossed out their names too. After a
minute’s consideration, he crossed Jack’s name off his list.
28
 Ted had been too busy sneezing all morning to secretly
consume a salami sandwich, Ramón decided. Off went his
name too.
“Cross me off the list of suspects, too,” said Emily. “I don’t
even like salami.”
So far, out of a class of eighteen, eight were definitely
innocent. Then there were Beverly and Grace. Neither of them
was tall enough to reach the shelf where Ramón put his lunch.
He crossed off their names too. The list of potential suspects
kept getting shorter. It got even shorter when Ramón realized
that he was one of the eighteen students in the class. And he
knew for certain that he had not eaten the salami sandwich.
Ramón sighed deeply. His chances of solving this case were
getting slimmer and slimmer.
29
 Then, after lunch, when the students were given quiet time
for reading, Ramón went back to the closet to see if he could
find any clues that he hadn’t noticed earlier. He looked under
the book bags but found nothing suspicious there.
On his way back to his desk, Ramón passed the library
corner. He stopped. What was that scratching sound? Could
there be a mouse in the classroom? Mice eat anything.
30
 Looking around, he saw poor Ted was still blowing his nose.
Then he spotted something! Pieces of torn brown paper lay on
the floor near Ted’s desk. Ramón picked them up. Immediately,
he noticed that there were ink markings on the papers. He
placed them together, like puzzle pieces, to form the picture of a
smiley face. Ramón recognized it at once. It was the same smiley
face his mom had drawn on his lunch bag that morning!
This was a very important clue. Whoever had taken his
lunch had torn up the evidence!

31
 Just then, Mr. Gordon, the Assistant Principal, knocked and
came into the classroom. “Here’s the new computer we ordered
for you, Mrs. Richmond.” He placed it on the counter.
As he started to leave, Mr. Gordon said, “By the way, has
anyone seen a stray cat? She sneaked into the school building
a few weeks ago when we were painting, and I think she’s still
hiding somewhere.” The kids looked at each other and shook
their heads.
“Please let me know if you do. I want to find her a home,”
Mr. Gordon added.

32
 Mrs. Richmond looked around with a little chuckle. “I don’t
see any cat in this room,” she said.
At that moment, Ted gave three more loud sneezes.
“Wait a minute,” Ramón called out. The biggest clue had
been right there under his nose all this time. “Ted, what kind of
allergy do you have?” he asked. “Could you be allergic to cats?”
“How did you know?” Ted asked when he stopped blowing
his nose.
“Your nose gave it away,” said Ramón.
Ted grinned. “I’m very allergic to any animal with fur,”
he admitted.
Mrs. Richmond turned to Mr. Gordon, “And I was worried
that he was allergic to fourth grade!”

33
 Ramón started pulling all the books out of the shelves in
the library corner. The other students and Mr. Gordon helped.
Sure enough, there behind the mystery books was the solution
to the mystery of the missing lunch. Three little kittens were
hiding amid the remains of Ramón’s salami sandwich.
“But where’s the mother cat?” asked Mrs. Richmond.
“She won’t be far away from her kittens,” Mr. Gordon said.
A loud hiss confirmed his words. On top of the closet stood
the anxious mother cat.

34
 “You stole my lunch!” Ramón scolded the cat, but he
was smiling. He was pleased that he did not have to accuse
one of his classmates.
The mother cat jumped off the closet and slipped out
the door.
“There she goes!” said Mr. Gordon. “Well, I’ll take
these kittens to my office until we find good homes for
them. Their mama will find them. Cats have a good sense
of smell.”
“And they like salami!” said Ramón.

Problem and Solution

Ramón solved the mystery.
Who took his lunch? Why?

35
 Clues About the
Author and Illustrator
Johanna Hurwitz likes to write about
everyday boys and girls, like the ones in this
story, and their funny adventures. Johanna gets
her story ideas from many places. She thinks
about children she knew as a librarian and about
people and places she’s seen on her trips. She also
gets ideas from her family, and, as proven in this
story, her cats.
Other books by Johanna Hurwitz and Joe Cepeda

Joe Cepeda did not plan on

becoming a children’s book illustrator.
He planned to be an engineer, but
then he went back to school to study
illustration. Joe thinks that children
who want to be artists should spend a
lot of time reading and studying math.

Find out more about Johanna

Hurwitz and Joe Cepeda at
www.macmillanmh.com

Author’s Purpose
What clues can you use to figure
out Johanna Hurwitz’s purpose
for writing The Mystery of the
Missing Lunch? Did she want to
entertain, inform, or persuade?
36 How do you know?
 Comprehension Check

Summarize >`]PZS[

Use your Problem and Solution Chart to

help you summarize The Mystery of the
Missing Lunch. Describe Ramón’s problem
and the steps he took to solve it.
A]ZcbW]\

Think and Compare

1. Describe one piece of evidence Ramón gathered to solve
the mystery. How did that piece of evidence help him?
Make Inferences and Analyze: Problem and Solution

2. Reread the last paragraph on page 28. What conclusion does

Ramón draw about Jack? Use story details in your answer.
Analyze

3. How would you have tried to solve this mystery? Explain. Apply

4. Think about Ramón’s problem-solving methods. In your opinion,

are they effective? Explain your answer. Evaluate

5. Read “The Case of the Blurry Board” on pages 18–19. How is

Jason’s method of solving a problem similar to Ramón’s? Use
details from both stories in your answer. Reading/Writing
Across Texts

37
 Science
Genre
Magazine Articles present
facts and photographs
of the people, places,
discoveries, and living
things being discussed.
Text Feature
Charts show information
in columns and rows. by Eric Michaels
Content Vocabulary
scientific method survey
secure testify

38
 Science
C rime scene investigators are the first people to
examine the scene of a crime. They search for clues
that will help the detectives later decide what probably
happened and who might be responsible for it. It’s
hard work, but these experts are specially trained.
They use the scientific method, a series of specific
steps, as they work.

Securing the Crime Scene

It is important that nothing be disturbed before an
investigation begins. So the first thing a crime scene
investigator does is secure the crime scene. This
protects it from being altered in any way.
The next step is to simply observe. The investigator
writes a description of the scene and sketches a floor
plan of the scene. Photographs are taken.

Ty p e s o f F in g e r p r in t s
Reading a Chart w
d a c ro ss e a c h row to learn ho
Rea is.
m o n e a c h ty p e of fingerprint
com

6 5 % of all people
Lo o p s

3 0 % of all people
W h o rl s

5 % of all people
A rc h e s

39
 Searching for Evidence
The next step is to search for
evidence—physical clues about
the crime. This search is done
carefully. Hairs and fibers from
clothing are gathered. Objects at
the scene are dusted with special
powder to make any fingerprints
show up. Then sticky tape is used
to lift the prints off the objects.
Fingerprints are important pieces
of evidence because they place
people at the scene. No two
people have the same prints.

Protecting the Evidence

The crime scene investigator
must protect evidence as it is
gathered. After a piece of evidence is
photographed and notes are taken,
the evidence is put into a container.
It is sealed and labeled to show
where it was found. Fingerprints are
mounted on cards or special plastic
sheets. They will be compared later
with those in police records.
After all the evidence is gathered,
it’s time for a final survey, or a last
look around. This is to make sure
nothing has been overlooked. When
the investigator is sure that the
search is complete, the crime scene
is “released.” That means that other
people can then enter the area.
40
Presenting the Findings
A crime scene investigator may
help others prepare a court case
for the crime. The investigator may
also testify, or speak about the
evidence in court.
Being a crime scene
investigator looks exciting on TV.
But it takes time, skill, and a lot
of scientific knowledge. If a crime
scene investigator does the job
well, it’s likely that the crime will
be solved. Then the case can be
marked “Closed!”

Connect and Compare

1. Look at the chart on page 39. Which is the most common
type of fingerprint? Which type of fingerprint has ridges that
rise up in the middle? Reading a Chart

2. What information would you use to support the view that a

crime scene investigator must be well trained? Evaluate

3. Think about this article and “The Mystery of the Missing

Lunch.” Do you think Ramón would make a good crime scene
investigator? Why or why not? Reading/Writing Across Texts

Science Activity
Research how to take someone’s fingerprints. Then use an
ink pad and index cards to collect classmates’ fingerprints.
Make a chart of the fingerprints.

Find out more about fingerprints at

www.macmillanmh.com

41
 Writer’s Craft
A Good Paragraph
A good paragraph has a topic
sentence that lets the reader
know what you are writing
about. The other sentences
Problem
include details about what
happened.

What's That Noise?

by Indira S.
Last weekend, all of a sudden,
a loud banging woke me up. Thump,
thump! I was at Grandma's house
in Pennsylvania. I was scared — I
thought a bear was trying to get
into the house! I thought a light
I wrote about a
might scare the bear. I put on the
problem and how I
solved it. Here’s my lamp, but the thumping got louder.
topic sentence. Then I heard a small woof. I
looked over the side of the bed
The other sentences
and saw Grandma's dog, Rusty,
give details about lying on the floor. The thumping
what happened. was her tail wagging!

42
 Personal Narrative

Your Turn
Write a paragraph about a problem you once
solved. Be sure to begin your paragraph
with a topic sentence that tells what
happened. Then include the details of
the story in the sentences
that follow. Use the
Writer’s Checklist
to check your
writing.

Writer’s Checklist
Ideas and Content: Did I include enough details to
tell what happened?

Organization: Did I write a good paragraph that

includes a topic sentence and details about what
happened in the following sentences?

Voice: Does my personal narrative tell how I felt?

Word Choice: Have I chosen the right words to

make my story interesting and exciting?

Sentence Fluency: Did I use complete sentences?

Conventions: Did I use exclamation marks at the

end of exclamations?

43